Barb Ramos - Simpson CollegeI believe this is a very strong text. I have used it repeatedly and it gets great reviews from my students. it is readable and interesting even for reluctant readers. it is visually pleasing. The content is clearly expressed and organized. This is the best text that I've used for this course.Jo Ann Armstrong - Patrick Henry Community CollegeMy students seem to read the material and to understand it and to be challenged to ask questions or comment on what they have read. Very thorough and yet does try to be as brief as possible on a wide variety of topics. Nice layout with wide margins and nice colored photographs.Sindy Armstrong - Ozarks Technical CollegeIt is easy for students to use which is something I am always looking for.Stephanie Babb - University of Houston-DowntownThe greatest strengths are the well-written, comprehensible text, and also the colorful pictures. The chapters are also well-organized.Verneda Hamm Baugh- Kean UniversityThe greatest strengths are the writing style, actual layout of the book, And The broad discussion of racial/gender/cultural diversity incorporated in the book beyond the Developmental Diversity boxes.Cynthia Calhoun - Southwest Tennessee Community CollegeI think that students can Understand The material with the tables, definitions, and inserts such as ''From Research to Practice'' to support the narrative.Cara Cashon - University of LouisvilleWell-organized, yes. Yes, there are good examples. The figures included are very helpful.Donnell Griffin - Davidson County Community CollegeThe ongoing use of CURRENT research from HIGH QUALITY sources (and pointing out what those are) is VERY GOOD! it is comprehensive and balanced. it also teaches students how to critically assess the usefulness of quality research and information.Sandra Hellyer - Ball State UniversityThe chapters are clear, interesting, and well-organized. The greatest strengths of this text is Feldman's writing style.Donnell Griffin- Davidson Cou

Author Bio

Robert S. Feldman is Professor of Psychology and Associate Dean of the College of Social and Behavioral Sciences at the University of Massachusetts at Amherst. A recipient of the College Distinguished Teacher Award, he teaches psychology classes ranging in size from 15 to nearly 500 students. During the course of more than two decades as a college instructor, he has taught both undergraduate and graduate courses at Mount Holyoke College, Wesleyan University, Virginia Commonwealth University, in addition to the University of Massachusetts.

Professor Feldman, who initiated the Minority Mentoring Program at the University of Massachusetts, also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fellow. He initiated distance learning courses in psychology at the University of Massachusetts

A Fellow of both the American Psychological Association and the Association for Psychological Science, Professor Feldman received a B.A. with High Honors from Wesleyan University and an M.S. and Ph.D. from the University of Wisconsin-Madison. He is a winner of a Fulbright Senior Research Scholar and Lecturer award, and he has written more than 100 books, book chapters, and scientific articles. He has edited Development of Nonverbal Behavior in Children (Springer-Verlag), Applications of Nonverbal Behavioral Theory and Research (Erlbaum), and co-edited Fundamentals of Nonverbal Behavior (Cambridge University Press). He is also author of Child Development, Understanding Psychology, and P.O.W.E.R. Learning: Strategies for Success in College and Life. His books have been translated into a number of languages, including Spanish, French, Portuguese, Dutch, Chinese, and Japanese. His research interests include honesty and deception in everyday life and the use of nonverbal behavior in impression management, and his research has been supported by grants from the National Institute of Mental Health and the National Institute on Disabilities and Rehabilitation Research.

Professor Feldman loves music, is an enthusiastic pianist, and enjoys cooking and traveling. He has three children, and he and his wife, a psychologist, live in Amherst, Massachusetts, in a home overlooking the Holyoke mountain range.

Table of Contents Preface Ch. 1 An Introduction to Lifespan Development 2 Ch. 2 The Start of Life: Genetics and Prenatal Development 44 Ch. 3 Birth and the Newborn Infant 84 Ch. 4 Physical Development in Infancy 116 Ch. 5 Cognitive Development in Infancy 150 Ch. 6 Social and Personality Development in Infancy 184 Ch. 7 Physical and Cognitive Development in the Preschool Years 214 Ch. 8 Social and Personality Development in the Preschool Years 256 Ch. 9 Physical and Cognitive Development in Middle Childhood 292 Ch. 10 Social and Personality Development in Middle Childhood 344 Ch. 11 Physical and Cognitive Development in Adolescence 382 Ch. 12 Social and Personality Development in Adolescence 414 Ch. 13 Physical and Cognitive Development in Early Adulthood 448 Ch. 14 Social and Personality Development in Early Adulthood 484 Ch. 15 Physical and Cognitive Development in Middle Adulthood 518 Ch. 16 Social and Personality Development in Middle Adulthood 550 Ch. 17 Physical and Cognitive Development 582 Ch. 18 Social and Personality Development in Late Adulthood 614 Ch. 19 Death and Dying 646 Glossary 672 References 680 Acknowledgments 729 Name Index 734 Subject Index 749

Barb Ramos - Simpson CollegeI believe this is a very strong text. I have used it repeatedly and it gets great reviews from my students. it is readable and interesting even for reluctant readers. it is visually pleasing. The content is clearly expressed and organized. This is the best text that I've used for this course.Jo Ann Armstrong - Patrick Henry Community CollegeMy students seem to read the material and to understand it and to be challenged to ask questions or comment on what they have read. Very thorough and yet does try to be as brief as possible on a wide variety of topics. Nice layout with wide margins and nice colored photographs.Sindy Armstrong - Ozarks Technical CollegeIt is easy for students to use which is something I am always looking for.Stephanie Babb - University of Houston-DowntownThe greatest strengths are the well-written, comprehensible text, and also the colorful pictures. The chapters are also well-organized.Verneda Hamm Baugh- Kean UniversityThe greatest strengths are the writing style, actual layout of the book, And The broad discussion of racial/gender/cultural diversity incorporated in the book beyond the Developmental Diversity boxes.Cynthia Calhoun - Southwest Tennessee Community CollegeI think that students can Understand The material with the tables, definitions, and inserts such as ''From Research to Practice'' to support the narrative.Cara Cashon - University of LouisvilleWell-organized, yes. Yes, there are good examples. The figures included are very helpful.Donnell Griffin - Davidson County Community CollegeThe ongoing use of CURRENT research from HIGH QUALITY sources (and pointing out what those are) is VERY GOOD! it is comprehensive and balanced. it also teaches students how to critically assess the usefulness of quality research and information.Sandra Hellyer - Ball State UniversityThe chapters are clear, interesting, and well-organized. The greatest strengths of this text is Feldman's writing style.Donnell Griffin- Davidson Cou

Author Bio

Robert S. Feldman is Professor of Psychology and Associate Dean of the College of Social and Behavioral Sciences at the University of Massachusetts at Amherst. A recipient of the College Distinguished Teacher Award, he teaches psychology classes ranging in size from 15 to nearly 500 students. During the course of more than two decades as a college instructor, he has taught both undergraduate and graduate courses at Mount Holyoke College, Wesleyan University, Virginia Commonwealth University, in addition to the University of Massachusetts.

Professor Feldman, who initiated the Minority Mentoring Program at the University of Massachusetts, also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fellow. He initiated distance learning courses in psychology at the University of Massachusetts

A Fellow of both the American Psychological Association and the Association for Psychological Science, Professor Feldman received a B.A. with High Honors from Wesleyan University and an M.S. and Ph.D. from the University of Wisconsin-Madison. He is a winner of a Fulbright Senior Research Scholar and Lecturer award, and he has written more than 100 books, book chapters, and scientific articles. He has edited Development of Nonverbal Behavior in Children (Springer-Verlag), Applications of Nonverbal Behavioral Theory and Research (Erlbaum), and co-edited Fundamentals of Nonverbal Behavior (Cambridge University Press). He is also author of Child Development, Understanding Psychology, and P.O.W.E.R. Learning: Strategies for Success in College and Life. His books have been translated into a number of languages, including Spanish, French, Portuguese, Dutch, Chinese, and Japanese. His research interests include honesty and deception in everyday life and the use of nonverbal behavior in impression management, and his research has been supported by grants from the National Institute of Mental Health and the National Institute on Disabilities and Rehabilitation Research.

Professor Feldman loves music, is an enthusiastic pianist, and enjoys cooking and traveling. He has three children, and he and his wife, a psychologist, live in Amherst, Massachusetts, in a home overlooking the Holyoke mountain range.

Table of Contents

Table of Contents Preface Ch. 1 An Introduction to Lifespan Development 2 Ch. 2 The Start of Life: Genetics and Prenatal Development 44 Ch. 3 Birth and the Newborn Infant 84 Ch. 4 Physical Development in Infancy 116 Ch. 5 Cognitive Development in Infancy 150 Ch. 6 Social and Personality Development in Infancy 184 Ch. 7 Physical and Cognitive Development in the Preschool Years 214 Ch. 8 Social and Personality Development in the Preschool Years 256 Ch. 9 Physical and Cognitive Development in Middle Childhood 292 Ch. 10 Social and Personality Development in Middle Childhood 344 Ch. 11 Physical and Cognitive Development in Adolescence 382 Ch. 12 Social and Personality Development in Adolescence 414 Ch. 13 Physical and Cognitive Development in Early Adulthood 448 Ch. 14 Social and Personality Development in Early Adulthood 484 Ch. 15 Physical and Cognitive Development in Middle Adulthood 518 Ch. 16 Social and Personality Development in Middle Adulthood 550 Ch. 17 Physical and Cognitive Development 582 Ch. 18 Social and Personality Development in Late Adulthood 614 Ch. 19 Death and Dying 646 Glossary 672 References 680 Acknowledgments 729 Name Index 734 Subject Index 749